新通用大学英语综合教程第四册听力及答案-Unit-3

1、UNIT 3Money MattersUnit GoalsTalk about your financial goalsExpress buyer 's remorse Describe your spending habits Discuss reasons for charitable giving Write a composition about the themeLesson 1Lead-inOn-the-Street In terview: I'm a little better about savi ng A. Match each statement with

2、the person who said it. You will use one name twice.1. b 2. c 3. b 4. aBComplete each sentence with the correct name1. Joe 2. Deepti 3. Deepti 4. Joe 5. Deepti 6. LisaVIDEO SCRIPTInterviewer:So tell me a little bit about you and moneywhether you are good at saving,or can you save for something speci

3、al. Do you just blow all your money as soon as you have it?Deepti: Well, when I was growing up in India, my parents were, you know, very open andfree with money. So if I wanted something, they would say,“OK, you can go ahead andtake this. And I think that spoiled me a little bit, because I would jus

4、t, whatever I wanted, I'tdake the money and go buy it, and I didn't really realizthee importance of savingmoney. So when I grew up, I was twenty-two, and I left India to go to Singapore, and I was on my own, and I had a scholarship, and my father would, on the phone, he would ask me, “So, ho

5、w much money have you saved? And I was like, “What artealkyionug about? I'mnot saving any money.And he got married, and he wanted me to start saving money. It was very hard for me to save money because I would go out and walk past a shop that had clothes and go,“Oh, I want that, and I would go i

6、n,ngdetbiet, areally happy. It made me happy, you know. But, I think after a year or so when I realized that I had to take care of myself, not only now, but let's say a year from now, and a yearfrom now I might not have the money that I'm getting now, so I havoesttart saving sothat I 'm

7、not, you know, no the streets without any money. So I started saving, but I still had a hard time with it. My sister is very good. She is very stingy with money, you know.And when I was in India, I would tell her,“Oh comoe on, sgpend the money. Youknow, if you want something, go get it. And she woul

8、d always tell me, You should thinkabout our parents. They 're making all this money for us, but we shouldn't spend it justlike that. I think now I am a little better about saving, but not very good. Not as good as I could be.Joe: I think I 'm very good at handling money. I save when I ne

9、ed to; I spend when I wouldlike to. I try to keep control of my funds so that I don't end up in situations where I donhave money to pay for basic necessities. But I do feel that you should spend money that you have while you have it and while you're here, as opposed to saving it for a rainy

10、daythat never comes.Interviewer: And saving, what are you trying to do to save? Have you made a plan? Lisa: I have made a plan. I, what I do now is just take out a certain amount of money atthe beginning and save it. I just put it away before I even really see it. So that way I can like build up and

11、 spend whatever else I have.Interviewer: And is that working?Lisa: It 's going pretty well. It's going pretty well. I have a little bit of something saved up.ListeningPart 1Talk About Saving MoneyA. Read and listen to a conversation between two friends about saving money.Teaching Suggestions

12、Step 1Have students look at the pictures. AskWhat is it?What do you think it's used for?Step 2Then ask How do children save money in this country?Step 3After students read and listen, askWhat did Judy buy?(an entertainment system) Did she pay in cash or by credit card?(in cash) Is she rich? (No.

13、she had to save up for it.) How did she save enough money? (She cut back on spending;She started living within her means.)Step 4To draw on students 'own experiences, ask Have you ever put money aside to buy something you wanted, such as an entertainment system, a computer, a bicycle, or a car?En

14、courage students to share their experiences. AskWas it hard to save the money youneeded?Language note: Students may need help with the following words or expressions:strike itrich (suddenly make a lot of money);cut back on (reduce the amount, size, cost, etc., ofsomething); out of hand (impossible t

15、o control).Save, save up, put money away, and put money aside have the same meaning. (The latter is introduced in lesson 2.) They can be followed by an infinitive orfor and a noun.For example, I want to put money aside to buy a car; I'm saving up for a new car; I'mputting money away for a do

16、wn payment.Kind of is an expression used in spoken English meaningslightly or in some ways.Culture note: A piggy bank is a container used mainly by children to store coins. Piggy banks are to encourage good saving and spending habits: the pig must be broken open for the money to be retrieved, forcin

17、g the child to justify his or herdecision. The namepiggy bank originated in the twelfth century; pygg referred to a type of clay used formaking jars people stored their money in. By the eighteenth century, the termpygg jar hadevolved to pig bank .Option: On the board, write the following expressions

18、:Did you strike it rich?My bills are totally out of hand.I need to live within my means.I cut way back on spending.In pairs, have students think of different ways to say each expression. +5-10 minutes B. Pair Work Listen to the conversation again. Then discuss the questions and explain your answers.

19、1. No, she does not.2. No, he is not.3. She had a lot of credit card debt.4. She cut back on her spending.5. She has a high financial IQ.6. The answer will vary.Teaching SuggestionsStep 1Have pairs discuss the questions. Review the answers to questions 1-5 as a class. Call on students to share their

20、 explanations.Step 2Have volunteers share whether they are more like Judy or David and give a supporting reason. (Possible responses: I' m more like Judy because I try to live within my means; Iidentify with David because I spend a lot of money on bills.)Step 3Have a volunteer read the statement

21、s out loud. If necessary, clarify the meaning ofI can 'tmake ends meet. (The money I earn every month is not enough to cover my expenses.) Step 4Point out the useful language to talk about managingmoney: live within / beyond yourmeans; keep track of your expenses; put money away into saving; pay

22、 your bills off / in full; make ends meet. Have students underline these expressions.Step 5Have students choose the statements individually.Step 6As pairs compare their answers, encourage them to give specific examples for each item.For example, I live beyond my means. When I go shopping, I just can

23、 ' t help buying the things I like.Step 7Ask What habits would you like to change, if any? What can you do to raise your financial IQ? (Possible response: I only keep track of my most important expenses. I think I should buy some financial planning software to get better organized and keep track

24、 of all my expenses.)Step 8To review, have volun teers talk about their money spe nding / savi ng habits with the class.Part 2Describe Your Spending HabitsA. Liste ning Comprehe nsion.Read the stateme nts. Then liste n to a radio call-i n show and check True or False.1. T 2. T 3. F 4. FScript(L = La

25、ra Savi no, U.S, New York; S = Steve )L: Welcome back to Money Talks. I ' nstill your host, Lara Savino. We ve got somelisteners on the line with financial questions. Let' s go to our first caller Steve, youon the air. Talk to me.S: Hi, Lara. I ' m afraid I ' m really having problems

26、 making ends meet.L: Tell me about it.S: I earn a good living, but it seems like no matter how much money I make, I can' t seemto catch up.L: Believe me, you ' re not alone, Steve.S: Sometimes it feels that way.L: Let me ask you someth ing. Do you put any thi ng away for a rainy day?S: You m

27、ean savi ngs? No way. There ' s ver eno ugh for that.L: Well, here ' s a tip for you, Steve. From now on when you spend money throughout theday ？S: Uh-hmm.L: Don' t spend any of your change. When you get home every evening, put your loosechange in a jar. You' llbe surprised how much

28、you' lhave saved up in even a few weeks.S: Wow! I n ever thought of doing that.L: And put that cha nge you ' ve saved up in the bank say, nee a mon th, OK?S: OK. I ' ll try that.L: Steve, what about debt? Are you maxing out on your credit cards?S: Well, yes , I do use credit cards, if th

29、at' s what you mean.L: Do you pay you bills on time?S: I try to.L: Do you pay the minimum, or do you pay off the whole thing each time.S: Well, it kind of depe nds on how much it is.L: Well, are you drow ning in credit card bills, or have they bee n fairly reas on able so far?S: Well I guess I &

30、#39; d have to say I ' ve been drowning in debt.L: OK, Steve. Here ' s what I want you to do. How many credit cards do you have?S: Maybe ten or twelve.L: Steve, that ' s a lot of cards. Decidevhich two you want to use regularly, OK?S: OK.L: Take all the other cards and cut them up.S: Cut

31、 them up?L: You heard me. Cut them up. You can get along just fine with two credit cards. If you' reusing ten or twelve credit card, Steve, that tells me there ' s something wrong with thispicture. You see what I mean?S: Well, I ' m not sure.L: Steve, if you want to keep your head above

32、water, you' ve got to live within your means.That means spending less than you' re making, not more.S: Oh.L: OK, Steve. Her e' s one other thing I' d like you to do.S: Yeah?L: Sit down and plan a budget for yourself.S: A budget?L: That ' s right. If you feel like your finances ar

33、e out of control, then you need to take the bull by the horns and take control of your finances. You follow me?S: I think so.L: Sit down and make a list of all your regular expenses. Keep track of how much you' respending on everything and I meaneverything , OK? Try that for three months and see

34、if it doesn ' t help you out.S: OK, I ' ll give it a try.L: And Steve.S: Yeah?L: When you plan that budget, make sure you treat yourself to something nice once in a while, OK?S: Really?L: You bet. If your budget is nothing but don' t spend, don 't spend, it isn' t going to work.K

35、now what I mean?S: I hear you.L: Good luck, Steve. Next caller. You' re on theaalkirt!oTme!Teaching SuggestionsStep 1Have students look at the photo and read the caption. Ask What do you think the woman' soccupation is? (a radio host) Do you ever listen to the radio? What kind of programs do

36、 you listen to? What kind of show do you think Lara Savino hosts?Step 2Pre-listening: Ask What' s a radio call -in show? (a radio program in which people call togive their opinions or ask questions)Step 3Have students read statements 1-4.Step 4First listening: Have students listen and decide if

37、the statements are true or false.Step 5Second listening: Have students listen for information to support their answers. Encourage them to take notes.Step 6Review as a class. Have volunteers share their answers. (Possible answers: 1. True.Steve says he can' tmake ends meet and never has enough mo

38、ney to save. 2. True.Steve says he 's drowning in debt. 3. False. Steve says there' s never enough money to putany away in savings. 4. False. Lara suggests that hetry to keep a budget for three months.He hasn ' t started yet.)Language note:When Lara Savino asks Steve if he'msaxing ou

39、t on his credit cards, she' s asking if hereaches the maximum credit limit on his credit cards each month.Buying on credit is anarrangement with a store, bank, credit card company, etc., that allows you to buy something now and pay for it later. A budget is a careful plan of how you will spend m

40、oney.B. Now listen again. What are the three tips Lara Savino gives the caller?1. Save his change and put it in the bank2. Only have two credit cards3. Sit down and plan a budget.Teaching SuggestionsStep 1Have students listen for the three tips Lara gives.Step 2Have students compare answers with a p

41、artner. If necessary, have them listen again for confirmation.Step 3Review tips as a class. Have volunteers share the tips with the class.c. Vocabulary. Describing spending habits.Listen and practice.Teaching SuggestionsStep 1Have students listen to the words and study the definitions. Then have stu

42、dents listen and repeat the words chorally.Step 2Point out that some of these words have a positive connotation, some have a negative connotation, and one is neutral.Step 3Have pairs read the definitions carefully and decide the connotation of each word.Step 4To review, write the column headingsPosi

43、tive , Negative , and Neutral on the board andhave students say the vocabulary words for each column. (Positive: generous, thrifty, frugal; Negative: a spendthrift, a cheapskate, a tightwad, cheap, stingy;Neutral: a bigspender)Vocabulary-Building StrategiesOption: Have students think of someone they

44、 know whose spending habits they would describe using one or more of the vocabulary words. In pairs, have students describe thatperson ' s habits. To review, have volunteers tell the class about the person their partners described. +5 minu tes D. Complete the sentences about people ' s spend

45、ing habits.1. a cheapskate/a tightwad2. gen erous3. cheap/sti ngy4. a big spe nder5. thrifty/frugal6. a spe ndthriftTeachi ng Suggesti onsStep 1Model the first item with the class. Point out that to choose the right words, students should take into account both meaning and grammar. For example, in i

46、tem 1,cheap andst ingy match the con text, but a noun is n ecessary, so the correct an swer isa cheapskateor a tightwad . Point out that more than one word might be possible.Step 2Have stude nts compare an swers with a part ner. The n review as a class.Speak ingA. CONVERSATION SNAPSHOTTeachi ng Sugg

47、esti onsStep 1Have stude nts look at the photo. AskWhat kind of electro nic product do you think this is?(an MP3 player) Elicit from the class that an MP3 player is an audio player onto which you can download songs from online music stores or from your own collection of music stored in your computer

48、 to liste n to.Step 2Have stude nts read and liste n to the con versati on. T o check comprehe nsion, ask What did the man buy? (a new MP3 player) Is he happy with it? (no) Why not? (because it ' sry hard to operate) Did he know this before buying it? (no. otherwise, he would have bought a diffe

49、re nt bran d.)Step 3To draw on students 'own experiences, ask them if they have an MP3 player. If some stude nts have one, ask Are you happy with it? Is it hard to operate? What brand is it? How long does it take to dow nl oad a song?Language note: Students may need help with the following expre

50、ssions:Lucky you (usedto say that some one is fortun ate);to tell you the truth (used to emphasize that you arebeing very hon est);I could kick myself (said whe n you are anno yed with yourself becauseyou have realized that you made a mistake or missed a cha nee);What a pai n! (used tosay that somet

51、hing is very annoying); You' vetelling me (used to emphasize that you already know and agree with someth ing that some one has just said).Rhythm and inton atio n practiceStep 1Have stude nts repeat chorally. Make sure they:O use emphatic stress for you in Lucky you!O pause slightly after truth i

52、n Well, to tell you the truth .O use falli ng inton atio n but higher pitch for What do you mean?O use emphatic stress for hours in It took me hours to figure out .O use emphatic stress for me inYou' re telling me.O use the contracted form would' ve. in I would have gotten .O use the follow

53、ing stress patter n:STRESS PATTERNA: Hey, I heard you got an E-tec M P 3 player. Lucky you!B: Well, to tell you the truth, I could kick myself.A: What do you mean?B: I had no idea it would be so hard to operate. It took me hours to figure out how todow nl oad a song.A: What a pain!B: You' re tel

54、ling me. Had I known, I would have gotten a different brand.B. Vocabulary. Expressing buyer ' s remorse. Listen and practice.Teachi ng Suggesti onsStep 1Elicit the meaning of buyer' s remorsefrom the class. (a strong feeling that it was a mistake to have bought someth ing)Step 2Have stude nt

55、s liste n to the stateme nts and look at the illustrati ons. Then have stude ntsliste n and repeat chorally.Step 3To check comprehension, have students look at each picture and ask What is the woman spending a lot of money on? (car service) What is too big for the man 's ro(othme?TV) What is the

56、 man trying to figure out? (how to put the second system together) Why is the food processor collecting dust in the closet? (because nobody uses it)C. listening Comprehension. Listen to the conversations in which people regret havingbought something. Complete each statement by inferring the reason f

57、or buyer 's remorse.1.ScriptConversation 1F: Wow, what a great juicer! That'ns beivgeenough for my family!M: Actually, I hardly ever use it. It's way too big. I have such a small kitchen.F: So, why 'd you buy it?M: I got it on sale at a great price.Conversation 2M: I see you bought a

58、 digital camera. How do you like it?F: Well, I might like it if I could figure out how to use it. Truth is, it 's a pain in the neck. M: What do you mean?F: It has way too many features. Believe me, if I had known you couldn 't just point and shoot, I never would have gotten it.Conversation 3F1: Hey, I love your new exercise bike! It must be great having one of those.F2: Well, yes and no.F1: What does that mean?F2: I like it, but I guess I 'm just a couch potato. I just don't use it enough.Conversation 4M